English - Ontario Association of Children's Aid Societies

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$Marie Collins \$

ESTABLISH A COMMITTEE OF CHILD WELFARE PROFESSIONALS AND ABORIGINAL SERVICE PROVIDERS WORKING IN THE AREA OF FAMILY VIOLENCE Some CASs have established internal or external committees that brings together child welfare service providers with those working in the field of family violence. Reported by focus group participants, key lessons that these committees have learned included: > > The process of relationship building is very important > > It takes time to develop the trust that allows relationship building to happen > > CAS started by developing a relationship with the local Aboriginal community leadership in order to establish credibility > > Remaining focused on common goals (e.g., child safety, strengthening families, woman’s safety, family healing) > > In a collaborative approach it is beneficial for each service provider to clarify their unique roles and responsibilities with each family member so the family and community know what to expect > > It takes time to understand the Aboriginal protocols and how to work in a respectful way > > The success of the committee will depend on taking the time to build the necessary relationships > > Be clear about the focus, objectives and limitations of the committee in the Terms of Reference. Other key points that were included in the joint Terms of Reference were: > Values > Membership > Communication Processes > Accountabilities > Procedures A COMMITTEE IN ACTION An Ottawa joint child welfare and family violence committee uses a number of strategies to connect and work together, including: > > Starting each meeting with a traditional practice and having an Elder open the meeting 124 > > Remind themselves why they are all together — all are committed to strengthening families > > Starting each meeting with good news stories about the families they are working with and supporting
Working to get the right people (the people who perform the day-to-day work) at the table with families > > Having leadership support and commitment in the CAS and in the Aboriginal community, to work out any conflicts at a higher level if necessary ESTABLISH PROTOCOLS Throughout Ontario, protocols exist between child welfare agencies and First Nations communities; between Aboriginal-specific service organizations and between children’s aid societies when they offer multiple services. Protocol relationships often have established timeframes for review (e.g., every two years) and outline specific ways that the organizations will work together. Protocols often include: > > Cultural overview for each organization > > Philosophical principles of how the organizations will work together > > Intervention guidelines for both support services and child protection collaborative work > > Agreement to understand and respect service differences > > Intersection points where collaborative work takes place > > Collaborative actions necessary for implementation at each intersection point > > Conflict resolution processes LESSONS LEARNED FROM USING PROTOCOLS The following suggestions are considerations to strengthen Aboriginal and CAS collaboration protocols: a) Train new staff on the protocol to ensure it is followed. b) Have a conflict resolution process if one of the partners does not follow the protocol. c) Review the protocol if there is a change in leadership. d) Evaluate if there is an organizational cultural shift regarding the protocol. e) Review with a community committee to make sure the protocol is a living document. f) Invest time to support the partnership to develop. Create committees and training that supports establishing a long-term relationship between the two partners. 125
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WORKING WITH FIRST NATIONS, INUIT A
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SUPPORTING ABORIGINAL FAMILIES Than
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THE STEERING COMMITTEE Native Child
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8 4 > STRENGTHENING YOUR PRACTICE /
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Child welfare professionals have a
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4. To successfully protect First Na
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A range of violent behaviour can oc
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“The term ‘Aboriginal’ is off
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The Practice Guide is an invitation
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Clan family: This structure is base
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Family violence (witnessing and bei
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could live on the land and in the c
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The historical trauma of Aboriginal
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VIOLENCE AGAINST WOMEN Adapted from
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FAMILY VIOLENCE Family violence in
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General characteristics of lateral
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G. ATTACHMENT Culture has commonly
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In Indian country, we should probab
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Customary Care: Customary Care reco
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Canada Mortgage and Housing Corpora
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2 > FIRST NATION, INUIT AND MÉTIS
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First Nations people living outside
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First Nations, Métis and Inuit peo
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and meeting obligations to medicine
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C. THE INUIT In 2006, there were 2,
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population relates primarily to the
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Individuals or their children were
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status as a result of marrying non-
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MILLENNIUM SCOOP In her report, Pro
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G. ABORIGINAL FAMILIES AND CHILD WE
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. . . if we go back to the origi
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Effectiveness of Healing Activities
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3 > UNDERSTANDING CHILD WELFARE AND
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and linguistic development, is a de
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The Medicine Wheel is an ancient sy
Page 73 and 74: Life Cycle Wheel training and teach
Page 75 and 76: 1. Piliriqatigiinngniq — worki
Page 77 and 78: Traditionally, it was the women who
Page 79 and 80: The OACAS Practice Guide, Critical
Page 81 and 82: THE STRATEGIC FRAMEWORK TO END VIOL
Page 83 and 84: 2. In order for development to occu
Page 85 and 86: Circles and involves the community
Page 87 and 88: A key tool that is often used to he
Page 89: Four Worlds International Institute
Page 92 and 93: A. HOW ABORIGINAL FAMILIES DESCRIBE
Page 94 and 95: Indigenous knowledge, including how
Page 96 and 97: “I felt judged by the workers. I
Page 98 and 99: The focus group participants gave t
Page 100 and 101: “When a CAS protection worker cam
Page 102 and 103: Offer as many interventions as poss
Page 104 and 105: The model below shows elements invo
Page 106 and 107: F. PRACTICE: ENGAGE OTHERS TO SUPPO
Page 108 and 109: What are the strengths of this fami
Page 110 and 111: The focus group participants made t
Page 112 and 113: “CAS was called in because the fa
Page 114 and 115: 3. Focus group participants express
Page 116 and 117: Some of the training provided to re
Page 118 and 119: SOURCES Ajunnginiq Centre, National
Page 120 and 121: A. WHAT DOES “ABORIGINAL COMMUNIT
Page 122 and 123: Organizational change within CAS in
Page 126 and 127: “Our organization has agreements
Page 128 and 129: AHWS Healing Continuum Aboriginal H
Page 130 and 131: SOURCES Aboriginal Healing and Well
Page 132 and 133: A. WHAT DOES ADVOCACY MEAN Child we
Page 134 and 135: community initiatives, conducted re
Page 136 and 137: To download a copy of Children Firs
Page 138 and 139: 3. What interventions are offered t
Page 140 and 141: and ongoing needs with the resource
Page 142 and 143: A. A PROCESS OF RECONCILIATION In 1
Page 144 and 145: S O U R C E S Blackstock, C., Cross
Page 146 and 147: ONTARIO ABORIGINAL ORGANIZATIONS Ch
Page 148 and 149: APPENDIX A GLOSSARY Unless specific
Page 150 and 151: emaining within Canada. All 10 prem
Page 152 and 153: APPENDIX B SAFETY PLANNING FOR WOME
Page 154 and 155: APPENDIX C SAFETY PLANNING FOR THE
Page 156 and 157: flag situations arise from rigid ex
Page 158 and 159: REFERENCES 2-Sprited People of the
Page 160 and 161: Castellano, M.B., Archibald, L., &
Page 162 and 163: Hudson, P. & McKenzie, B. (2003). E
Page 164 and 165: Ontario Association of Children’s
Page 166: Teillet, J. (2010). Métis law in C
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English - Ontario Association of Children's Aid Societies

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